Impact of Computer-Supported Blended Instruction on Students’ Academic Achievement in Federal University of Education, Zaria, Nigeria

Adamu Mohammed Ashiru, Mansir Hashim

Abstract


The study examined the impact of Computer-Supported Blended Instruction on students’ academic achievement in the Federal University of Education, Zaria. Two components of blended instruction were assessed: digital learning resources and online learning platforms. The study adopted a descriptive survey design, involving 156 respondents comprising HODs, lecturers, and students. Data were collected using a structured questionnaire and analysed using descriptive statistics and Analysis of Variance (ANOVA). Findings showed that digital learning resources significantly improved students’ academic performance, although the level of perceived impact varied among stakeholders. Online learning platforms also demonstrated a positive influence on academic achievement, but lecturers and students expressed lower levels of agreement compared to HODs. ANOVA results revealed significant differences in stakeholders’ opinions on the influence of digital learning resources and online learning platforms on academic achievement. The study concludes that computer-supported blended instruction contributes meaningfully to students learning outcomes when digital tools are accessible and properly integrated. It recommends improved training, increased ICT support, and structured institutional policies to enhance the adoption and impactive use of blended instructional models. 


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References


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